Aprendizaje autorregulado y compromiso escolar de estudiantes de secundaria de dos instituciones educativas públicas de Tacna - Perú

Abstract

Introduction: This study aligns with Sustainable Development Goal (SDG) 4, which seeks to ensure inclusive, equitable and quality education. It analyzed the relationship between self-regulated learning and school engagement in high school students from two public institutions in Tacna, Peru, with the aim of determining whether self-regulation significantly influences school engagement. Materials and methods: A correlational design was used with a sample of 372 students selected by stratified random sampling. The Self-Regulation of Learning Scale (EARA) and the School Engagement Scale (SES-4D), both with adequate reliability indices, were used. Results: 54% of the students presented a medium level of self-regulation and 55.9% a medium level of school engagement. Spearman's correlation indicated a moderate-high positive correlation between the variables (Rho = 0.717, p < 0.01). Discussion: The findings confirm that self-regulation is a key factor in fostering school engagement, especially in its affective dimension, aligning with educational theories that promote personal agency and socioemotional development. Conclusion: Implementing pedagogical strategies that reinforce self-regulated learning can significantly improve school engagement and contribute to the achievement of SDG 4.